International Handbook of Comparative Large-Scale Studies in Education
Springer international handbooks of education,
Год журнала:
2022,
Номер
unknown
Опубликована: Янв. 1, 2022
Язык: Английский
Testing for the money: an analysis on the interdependence of participation in international large-scale assessments and development aid networks
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Апрель 4, 2025
Introduction
International
Large-Scale
Assessments
(ILSAs)
are
widely
utilized
to
benchmark
evaluate
the
quality
of
education
systems
globally.
Since
2000,
number
participating
countries
in
these
assessments
has
increased
dramatically,
revealing
dominance
a
few
while
exposing
deficiencies
many
others.
Especially
for
latter
group
question,
as
why
they
participate
ILSAs,
is
puzzling.
Existing
literature
attributes
this
participation
domestic
factors
or
influence
Organizations.
However,
we
argue
that
global
spread
ILSAs
can
also
be
explained
by
direct
country-to-country
dependencies
through
development
aid.
Methods
This
study
takes
an
interdependency-inspired
approach,
focusing
on
how
bilateral
aid
networks
ILSA
participation.
Using
advanced
network
diffusion
and
hurdle
models,
analyse
data
from
set
over
period
1990
2012.
The
models
examine
role
distribution
shaping
participation,
with
particular
attention
affects
likelihood
attracting
additional
donors
Results
Our
analysis
reveals
significant
impact
countries’
decisions
ILSAs.
Furthermore,
find
already
involved
more
likely
attract
within
established
donor-recipient
dyads.
These
results
demonstrate
clear
connection
between
Discussion
highlights
monetary
incentives,
facilitated
aid,
promoting
findings
suggest
rapid
not
solely
driven
international
organizations
but
interdependent
relationships
formed
networks.
insights
contribute
broader
understanding
driving
educational
provide
implications
policy-making
Язык: Английский
Exploring the Effectiveness of Concept-Based Instruction Versus Deductive Methods in Teaching English Grammar
Advances Educational Innovation.,
Год журнала:
2024,
Номер
1(2), С. 43 - 51
Опубликована: Ноя. 10, 2024
Objective:
This
study
investigates
the
impact
of
Concept-Based
Instruction
(CBI)
compared
to
deductive
methods
on
English
grammar
knowledge,
student
engagement
and
overall
teacher
satisfaction
in
Sihanoukville,
Cambodia.Methods:
A
quasi-experimental
design
was
used
with
two
groups
teachers.
In
CBI
group,
experimental
group
taught
using
CBI,
while
control
methods.
Grammar
knowledge
assessed
pre-
post-tests,
were
measured
through
observation
surveys.
Statistical
analyses
performed
data
evaluate
effect
each
teaching
method.Results:
The
results
showed
that
significantly
outperformed
they
also
reported
higher
levels
satisfaction.
Through
students
learned
an
active,
collaborative
meaningful
way,
thus
improving
learning
outcomes.Novelty:
By
extending
evidence
base
for
effectiveness
language
Cambodia,
this
adds
growing
body
supporting
these
claims,
particularly
relation
practice
Cambodian
contexts.
It
explores
how
a
task
perspective
can
be
applied
improve
outcomes
teaching.Theoretical
policy
implications:
confirms
is
effective
consistent
principles
constructivist
theories.
Based
findings,
reflect
implications
makers
educators
suggest
could
integrated
into
curricula
create
more
dynamic
environments.
Язык: Английский